Social Sciences and Humanities
Grades 9 to 12
Fall 2013
1
Session Goals
• To increase awareness of how curriculum review has evolved
and how Ministry policies and priorities are reflected in revised
curriculum as a result of the curriculum review process
• To increase awareness of important changes in the revised
Social Sciences and Humanities curriculum
• To deepen understanding of the Research and Inquiry strand
and its effective integration
• To deepen understanding of the Ideas Underlying the Social
Sciences and Humanities curriculum
• To begin planning for implementation and training of Social
Sciences and Humanities in boards
2
Quotations
Individually:
• Read the four quotations and pick one that resonates
most with your thinking.
At your tables:
• Each person takes one minute to:
– share their selected quotation
– explain why they selected this quotation
• Take five minutes as a table group to discuss the
importance of Social Sciences and Humanities education
in the 21st century
3
Components of Curriculum Review
4
Alignment with Ministry Policies,
Strategies, Frameworks
5
Policies, Strategies, Frameworks,
Resources
6
Key Shifts with Revised Curriculum
7
Curriculum Structure and Features
• Curriculum Expectations
•
•
•
Overall expectations
Specific expectations
Examples, sample prompts, questions, issues
• Front Matter
• Glossary
• Overviews (course, division, grade, appendices)
8
Front Matter
• Preface and Introduction
• The Program
• Assessment and Evaluation of
Student Achievement
• Some Considerations for
Program Planning
9
Front Matter – Preface
• Schools in the 21st century
• Supporting students’ well-being
and ability to learn
• The Role of Mental Health
10
Front Matter – Introduction
• provides an overview of the goals and key
elements of the approach and pedagogy in
the subject
• roles of teachers, parents, students,
principals, and the community
11
Front Matter - The Program
• overview of the structure of the intended
learning
• organization of the knowledge and skills
relevant to the subject
12
Front Matter Assessment and Evaluation of Student
Achievement
• considerations aligned with Growing Success policy and the
achievement charts for the subject
13
Front Matter - Considerations for Program
Planning
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•
•
•
•
•
•
•
•
Instructional Approaches
Cross-curricular and Integrated
Learning
Planning for Students with Special
Education Needs
Considerations for English
Language Learners
Environmental Education
Healthy Relationships
Equity and Inclusive Education
Financial Literacy
Literacy, Mathematical Literacy,
and Inquiry
•
•
•
•
•
•
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Critical Thinking and Critical
Literacy
The Role of the School Library
The Role of Information and
Communications Technology
Education and Career/Life
Planning
Health and Safety
Politique d’aménagement
linguistique (PAL)
L’approche culturelle de
l’enseignement
14
Program Planning in Social
Sciences and Humanities
(Pages 33-53)
Divide your table groups:
– Special Education Needs: 35-38
– ELL: 38-40
– EE and Healthy Relationships: 40-42
– Equity and Financial Literacy: 42-45
– Critical Thinking and Critical Literacy: 46-48
– Education and Career/Life Planning: 51
15
Curriculum Expectations
• Overall Expectations
• Specific Expectations
*All curriculum expectations
must be accounted for in
instruction, but evaluation
focuses on students’
achievement of the overall
expectations.
16
Examples and Teacher Prompts
• Not mandatory
• Sample illustrations for content
• Suggest intended scope, depth and
level of complexity
Housing and Home Design
(HLS 3O)
C1.1 analyse the impact of current social and demographic factors on housing (e.g., changing
family structures, population fluctuations, economic conditions, government policies and
services, technological advances, environmental issues, green space regulations)
Teacher prompts: “How do technological developments affect housing?” “What is the Ontario
Greenbelt and what impact does it have on housing developments?” “What impact has
increasing urbanization had on housing?” “How have economic factors and government policies
affected rates of homelessness?” “What groups are particularly vulnerable to homelessness
(e.g., Aboriginal people, new immigrants, people living in poverty, people suffering from mental
17
illnesses)? Why?”
The Ontario Curriculum
Is….
• The mandatory knowledge and
skills that students are expected
to know and be able to
demonstrate in each subject at
each grade.
• Standard for all students in
English-language and Frenchlanguage publicly funded
schools in the province
Isn’t ….
• Resources, frameworks or
policies that support the
implementation of curriculum
policy documents
• Textbooks, videos, literature
18
Ideas Underlying the Curriculum
Individually:
• Read pages 8 and 9 of the SSH document
19
4 A’s Text Protocol
As you read, note:
• What Assumptions are embedded in the
text?
• What do you Agree with in the text?
• What do you want to Argue with in the
text?
• What Aspirations do you have a result of
the text?
20
Sharing and Discussion
Individual Sharing:
Each person in turn shares one point with
their table group.
Table Discussion (10 minutes):
What does this text mean for effective
implementation of the Social Sciences and
Humanities curriculum?
21
Research and Inquiry Strand
22
Overall Expectations
•
•
•
•
Exploring
Investigating
Processing Information
Communicating and Reflecting
23
Integration of Research and Inquiry
Individually:
Considering the expectations in the “Content
Strands” in your subdiscipline, how would
you integrate the Strand A (Research and
Inquiry) overall expectations?
24
Integration of Research and Inquiry
• Move to the station corresponding to your
specific subdiscipline (take your curriculum
document with you)
• Introduce yourself to the other people at
your station
• Nominate one person to be the
recorder
25
Integration of Research and Inquiry
In your subdiscipline teams discuss:
• How does an integrated Research and
Inquiry strand deepen the understanding
of the other expectations?
• What are some opportunities and
challenges in effectively integrating
Research and Inquiry in this
subdiscipline?
26
Gallery Walk
• Visit up to three other stations to learn
about the challenges that other groups
identified.
• If you have suggestions for creative ways
to address some of the challenges raised,
post them on stickies on the chart paper.
27
Board Team Consolidation
In board teams:
• Discuss the challenges raised in your
subdiscipline discussions and on your gallery
walk.
• Which challenges would be an issue in your
board? Why?
• How might these challenges be addressed to
ensure effective integration of the Research and
Inquiry strand?
28
Ethics in Social Sciences and
Humanities
• Read page 53
• Considering your understanding of the
section on Ethics:
• Which concepts, ideas and understandings
confirmed what you already believe, know and/or
do?
• Which concepts surprised you?
29
Ethical Research in Social
Sciences and Humanities
With an elbow partner:
• Review one Research Scenario
• Discuss:
– What are the ethical issues that arise in this
scenario?
– How could the issues have been avoided?
How could a set of criteria for ethical
research be used to avoid such scenarios?
30
Cheers, Fears and Unclears
Individually, in small groups or as a board
team post on the designated chart paper
your:
• Cheers!
• Fears and/or
• Unclears
31
Making Connections with Key
Policies, Programs and Strategies
32
Making Connections with Key
Policies, Programs and Strategies
In your board teams, divide the Curriculum
Connections document:
•Equity and Inclusive Education – Pages 2-6
•Environmental Education – Pages 7-10
•FNMI – Pages 10-14
•Financial Literacy – Pages 15-17
•Mental Health – Pages 18-21
•Career/Life Planning- Pages 22-24
33
Making Connections with Key
Policies, Programs and Strategies
• Review your selected section of the Curriculum
Connections document.
• As you review your section, think about:
– How the curriculum expectations deepen
understanding of the relevant policy/program/strategy
– How the relevant policy/program/strategy deepens
understanding of the curriculum area
– How this program/strategy helps educators to support
student learning for all students across the school
34
Chalk Talk: Reflection on
Connections
In a moment, you will move to a station in the room
corresponding to the section which you reviewed.
You will work in silence.
During this time, anybody can write their
reflections on the designated chart paper.
Others can respond by writing comments, doodling
responses, writing questions to broaden
thinking etc.
35
access, manage,
create and evaluate
information in order to
think imaginatively and
critically to solve
problems and make
decisions, including
those related to issues
of fairness, equity and
social justice
use language and
images in rich and
varied forms to read,
write, listen, speak,
view, represent,
discuss and think
critically about ideas
apply metacognitive
knowledge and skills,
develop self-advocacy,
sense of self-efficacy and
interest in life-long learning
Think, Express, Reflect
36
Adolescent Literacy Connections
37
Levels of Text
Protocol
Individually
• Read the ALERT
• Select a passage that
you believe is
significant for effective
learning and teaching
in Social Sciences and
Humanities
38
Levels of Text
Protocol 2
Each person:
• reads aloud the
passage they selected
• talks about their
interpretation of the
passage.
• shares implications for
learning and teaching
in SSH
The group:
• responds
39
Incorporating Explicit Literacy
Instruction
Question for Table Discussion:
• When explicit literacy instruction is
incorporated into Social Sciences and
Humanities learning and teaching, how
would learning be deepened?
• How might you, as a board team,
incorporate Adolescent Literacy into your
board SSH implementation plans?
40
Keeping Our Learners In Mind
41
Connect to Social Sciences and
Humanities
•
•
•
•
•
•
•
•
I have to feel okay.
It matters.
It’s active.
It stretches me.
I have a coach.
I have to use it.
I have to think back on it.
I plan my next steps.
42
Learning Goals
Students can hit any target they can
see that holds still for them.
(Stiggins et al, 2006)
When we invest time up front to build the vision
[of what students are to be learning], we gain it
back later in increased student motivation and
the resulting higher-quality work.
(Chappuis, 2009)
43
Learning Goals 2
Individually:
• Review the Learning Goals Checklist.
• Rank order the list of criteria from 1) most
important to 8) least important
With a partner:
• Share your rankings and try to come up
with one rank ordered list.
44
Assessing Learning Goals
With your partner:
• Assess the sample learning goals against
the criteria in the Learning Goals
Checklist.
45
Creating Learning Goals
In Subdiscipline Teams:
• Choose a set of up to three curriculum
expectations from one course.
• Discuss the intended learning for this set of
curriculum expectations.
• Write up to three learning goals for this set of
curriculum expectations.
• Assess your learning goals against the checklist.
• Post your learning goals on chart paper.
46
Assessing Learning Goals
Using the checklist, take turns peer assessing the
learning goals of another team. Be gentle! This is
all work-in-progress and we are all learning.
Give Feedback
(use checklist, Post Its,
constructive thoughts)
Receive Feedback
(listen, reflect, respond)
Round 1
Family Studies
General Social Sciences
Equity Studies
Philosophy
World Religions
Round 2
Equity Studies
Philosophy
World Religions
Family Studies
General Social Sciences
47
When you return from break:
Sit at a table where you have not sat before.
Ensure that there are at least two other
people with whom you have not spoken
before.
48
World Café Guidelines
49
World Café: Round One
• What opportunities for enhanced student
support, achievement and engagement do
you see with the revised Social Sciences
and Humanities curriculum?
50
World Café: Round Two
• What challenges do you face with
supporting the effective implementation of
the revised Social Sciences and
Humanities curriculum in your boards?
51
World Café: Round Three
• What are some next steps that you, as
part of a board team, or you, as an
individual, can take to begin the
implementation process of the revised
Social Sciences and Humanities
curriculum in your boards?
52
Board Team Consolidation
In your board teams discuss:
•3 things from the work of our session so far
that you are excited about
•2 things that you want to explore further
(e.g., with someone in the room, with
someone in your board – today, tomorrow,
next week)
•1 thing that you are wondering about
53
Activity
Please write down your wondering and
post it on the designated chart paper on
your way to lunch.
54
You Were Wondering…
55
Subject Association Supports for
Social Sciences and Humanities
• OFSHEEA/OFS3HLC
• OHASSTA/OHHSSCA
• OPTA
56
Resources in Development
Research and Inquiry Process Posters
In your subdiscipline teams:
• Review the Research and Inquiry Process
posters.
• Discuss: How might these posters
be used to support the learning of
all students in your subdiscipline.
57
Resources in Development 2
Subdiscipline Support:
• Equity Studies
• Family Studies
• General Social Sciences
• Philosophy
• World Religions
58
Resource Exploration
• Examine 1-2 of the sample resources.
• Consider how these resources could
support your work, personally, and how
they could support the effective
implementation of the SSH curriculum in
your board.
59
Board Team Consolidation
60